(1) Oversight findings and rec-ommendations under clause 2(b)(1) ofrule X.

(c) The report of a committee on ameasure that has been approved by thecommittee shall include, separately setout and clearly identified, the fol-lowing:

Content of reports

RULE XIIICALENDARS AND COMMITTEE REPORTS

(b)(1) In order to determine whetherlaws and programs addressing subjectswithin the jurisdiction of a committeeare being implemented and carried outin accordance with the intent of Con-gress and whether they should be con-tinued, curtailed, or eliminated, eachstanding committee (other than theCommittee on Appropriations) shall re-view and study on a continuing basis—(A) the application, administration,execution, and effectiveness of lawsand programs addressing subjectswithin its jurisdiction;(B) the organization and operationof Federal agencies and entities hav-ing responsibilities for the adminis-tration and execution of laws andprograms addressing subjects withinits jurisdiction;(C) any conditions or cir-cumstances that may indicate thenecessity or desirability of enactingnew or additional legislation address-ing subjects within its jurisdiction(whether or not a bill or resolutionhas been introduced with respectthereto); and(D) future research and forecastingon subjects within its jurisdiction.

General oversight responsibilities

Prohibition. (e) RELATIVE BUDGET PRIORITIES NOT T o B E ALTERED.—Nothing in the preceding provisions of this section shall be construed to give the President new authority to alter the relative priorities in the Fed- eral budget that are established by law, and no person who is or becomes eligible for benefits under any provision of law shall be denied eligibility by reason of any order issued under this part. 2 use 903. SEC. 253. COMPLIANCE REPORT BY COMPTROLLER GENERAL. On or before November 15 of each fiscal year (or on or before April 1, 1986, in the case of the fiscal year 1986), the Comptroller General shall submit to the Congress and the President a report on Ante, p. 1072. the extent to which the President's order issued under section 252(b) for such fiscal year complies with all of the requirements contained in section 252, either certifying that the order fully and accurately complies with such requirements or indicating the respects in which it does not.

(2) CONTENTS OF REPORT.—The report of the Comptroller Gen- eral under this subsection shall— (A) provide for the determination of reductions in the manner specified in subsection (a)(3); and (B) contain estimates, determinations, and specifications for all of the items contained in the report submitted by the Directors under subsection (a). Such report shall explain fully any differences between the contents of such report and the report of the Directors. (c) REVISED ESTIMATES, DETERMINATIONS, AND REPORTS.— (1) REPORT BY OMB AND CBO.—On October 5 of the fiscal year (except in the case of the fiscal year 1986), the Directors shall submit to the Comptroller General a revised report— (A) indicating whether and to what extent, as a result of laws enacted and regulations promulgated after the submis- sion of their initial report under subsection (a), the excess deficit (adjusted in accordance with subsection (aX3XAXii), in the case of fiscal year 1986) identified in the report PUBLIC LAW 99-177—DEC. 12, 1985 99 STAT. 1069 submitted under such subsection has been eliminated, re- duced, or increased, and (B) adjusting the determinations made under subsection (a) to the extent necessary. The revised report submitted under this paragraph shall con- tain estimates, determinations, and specifications for all of the items contained in the initial report and authorized under subsection (d)(3)(D)(i) and shall be based on the same economic and technical assumptions, employ the same methodologies, and utilize the same definition of the budget base and the same criteria and guidelines as those used in the report submitted by the Directors under subsection (a) (except that subdivision (II) of paragraph (6)(D)(i) of such subsection shall not apply), and shall provide for the determination of reductions in the manner specified in subsection (a)(3). (2) REPORT BY COMPTROLLER GENERAL.— (A) On October 10 of the fiscal year (except in the case of the fiscal year 1986), the Comptroller General shall submit to the President and the Congress a report revising the report submitted by the Comptroller General under subsec- tion (b), adjusting the estimates, determinations, and speci- fications contained in that report to the extent necessary in the light of the revised report submitted to him by the Directors under paragraph (1) of this subsection. (B) The revised report of the Comptroller General under this paragraph shall provide for the determination of reduc- tions as specified in subsection (a)(3) and shall contain all of the estimates, determinations, and specifications required (in the case of the report submitted under subsection 0^)) pursuant to subsection Ot))(2XB). (d) SEQUESTRATION OF DEFENSE PROGRAMS.— (1) DETERMINATION OF UNIFORM PERCENTAGE.—The total amount of reductions in outlays under defense programs re- quired for a fiscal year under subsection (aX3XB) after the reduction under subsection (aX3XEXi) shall be calculated as a percentage of the total amount of outlays for the fiscal year estimated to result from new budget authority and unobligated balances for defense programs. (2) SEQUESTRATION OF NEW BUDGET AUTHORITY AND UNOBU- GATED BALANCES.— (A) Sequestration to achieve the remaining reduction in outlays under defense programs shall be made by reducing new budget authority and unobligated balances (if any) in each program, project, or activity under accounts within defense programs by the percentage determined under paragraph (1), computed on the basis of the combined outlay rate for new budget authority and unobligated bal- ances for such program, project, or activity determined under subparagraph (B). (BXi) The combined outlay rate for new budget authority and unobligated balances for a program, project, or activity shall be determined by the Directors from data then avail- able to them as supplemented by additional data from the heads of the appropriate departments or agencies of the executive branch. If the outlay rate for unobligated bal- ances is not available for any program, project, or activity, 99 STAT. 1070 PUBLIC LAW 99-177—DEC. 12, 1985 the outlay rate used shall be the outlay rate for new budget authority. (ii) The weighted average (by budget authority) for the combined outlay rates so determined for all the programs, projects, and activities within an account shall be compared to the historical outlay rates for that account previously estimated by the Directors. If the Directors determine that it is necessary to make the combined outlay rate for a program, project, or activity as determined under the first sentence of this subparagraph consistent with the historical rates for such account, they may adjust the outlay rate for such program, project, or activity. (C) For purposes of this paragraph: (i) The term "outlay rate", with respect to any pro- gram, project, or activity, means— (I) the ratio of outlays resulting in the fiscal year involved from new budget authority for such pro- gram, project, or activity to such new budget authority; or (II) the ratio of outlays resulting in the fiscal year involved from unobligated balances for such program, project, or activity to such unobligated balances. (ii) The term "combined outlay rate", with respect to any program, project, or activity, means the weighted average (by budget authority) of the ratios determined under subclauses (I) and (II) of clause (i) for such pro- gram, project, or activity.

``(2) Limitation on application.--Paragraph (1) does not apply to-- ``(A) an entity exhibiting animals to the public under a Class C license from the Department of Agriculture, or a Federal facility registered with the Department of Agriculture that exhibits animals, if such entity or facility holds such license or registration in good standing and if the entity or facility-- ``(i) does not allow any individual to come into direct physical contact with a prohibited wildlife species, unless that individual is-- ``(I) a trained professional employee or contractor of the entity or facility (or an accompanying employee receiving professional training); ``(II) a licensed veterinarian (or a veterinary student accompanying such a veterinarian); or ``(III) <<NOTE: Public information. Plan.>> directly supporting conservation programs of the entity or facility, the contact is not in the course of commercial activity (which may be evidenced by advertisement or promotion of such activity or other relevant evidence), and the contact is incidental to humane husbandry conducted pursuant to a species-specific, publicly available, peer-edited population management and care plan that has been provided to the Secretary with justifications that the plan-- ``(aa) reflects established conservation science principles; ``(bb) <<NOTE: Analysis.>> incorporates genetic and demographic analysis of a multi- institution population of animals covered by the plan; and ``(cc) promotes animal welfare by ensuring that the frequency of breeding is appropriate for the species; and ``(ii) ensures that during public exhibition of a lion (Panthera leo), tiger (Panthera tigris), leopard (Panthera pardus), snow leopard (Uncia uncia), jaguar (Panthera onca), cougar (Puma concolor), or any hybrid thereof, the animal is at least 15 feet from members of the public unless there is a permanent barrier sufficient to prevent public contact; ``(B) a State college, university, or agency, or a State-licensed veterinarian; ``(C) a wildlife sanctuary that cares for prohibited wildlife species, and-- ``(i) is a corporation that is exempt from taxation under section 501(a) of the Internal Revenue Code of 1986 and described in sections 501(c)(3) and 170(b)(1)(A)(vi) of such Code; [[Page 136 STAT. 2338]] ``(ii) does not commercially trade in any prohibited wildlife species, including offspring, parts, and byproducts of such animals; ``(iii) does not breed any prohibited wildlife species; ``(iv) does not allow direct contact between the public and any prohibited wildlife species; and ``(v) does not allow the transportation and display of any prohibited wildlife species off- site; ``(D) has custody of any prohibited wildlife species solely for the purpose of expeditiously transporting the prohibited wildlife species to a person described in this paragraph with respect to the species; or ``(E) an entity or individual that is in possession of any prohibited wildlife species that was born before the date of the enactment of the Big Cat Public Safety Act, and-- ``(i) <<NOTE: Deadline. Registration.>> not later than 180 days after the date of the enactment of the such Act, the entity or individual registers each individual animal of each prohibited wildlife species possessed by the entity or individual with the United States Fish and Wildlife Service; ``(ii) does not breed, acquire, or sell any prohibited wildlife species after the date of the enactment of such Act; and ``(iii) does not allow direct contact between the public and prohibited wildlife species.''.

``(e) Captive Wildlife Offense.-- [[Page 136 STAT. 2337]] ``(1) In general.--Except as provided in paragraph (2), it is unlawful for any person to-- ``(A) import, export, transport, sell, receive, acquire, or purchase in interstate or foreign commerce, or in a manner substantially affecting interstate or foreign commerce; or ``(B) breed or possess;

``(a) Breed.--The term `breed' means to facilitate propagation or reproduction (whether intentionally or negligently), or to fail to prevent propagation or reproduction.''.

(b) Criminal penalties.—Section 4(d)(1) of the Lacey Act Amendments of 1981 (16 U.S.C. 3373(d)(1)) is amended— (1) in subparagraph (A)— (A) by inserting “(e),” after “(d),”; and (B) by striking “or” after the comma at the end; (2) in subparagraph (B)— (A) by inserting “(e),” after “(d),”; and (B) by adding “or” after the comma at the end; and (3) by inserting after subparagraph (B) the following: “(C) knowingly violates section 3(e),”; and (4) in the matter following subparagraph (B)— (A) by striking “knowing that” and all that follows through “treaty or regulation,”; (B) by striking “said”; and (C) by inserting before the period “or prohibited wildlife species concerned”.

(a) Civil penalties.—Section 4(a)(1) of the Lacey Act Amendments of 1981 (16 U.S.C. 3373(a)(1)) is amended— (1) by inserting “(e),” after “(d),”; and (2) by inserting “, (e),” after “subsection (d)”.

Animal Welfare Act (7 U.S.C. 2131 et seq.), and—

“(2) LIMITATION ON APPLICATION.—Paragraph (1) does not apply to any person that— “(A) is an institution accredited by the Association of Zoos and Aquariums; “(B) is a facility that— “(i) has an active written contract with an Association of Zoos and Aquariums Species Survival Plan or Taxon Advisory Group for breeding of prohibited wildlife species; and “(ii) does not breed, acquire, or sell prohibited wildlife species other than the species covered by such contract; “(C) is a State college, university, or agency, or State-licensed veterinarian; “(D) is a wildlife sanctuary that cares for prohibited wildlife species, and— “(i) is a corporation that is exempt from taxation under section 501(a) of the Internal Revenue Code of 1986 and described in sections 501(c)(3) and 170(b)(1)(A)(vi) of such Code; “(ii) does not commercially trade in prohibited wildlife species, including offspring, parts, and byproducts of such animals; “(iii) does not breed the prohibited wildlife species; “(iv) does not allow direct contact between the public and prohibited wildlife species; and “(v) does not allow the transportation and display of prohibited wildlife species off-site; “(E) has custody of the prohibited wildlife species solely for the purpose of expeditiously transporting the prohibited wildlife species to a person described in this paragraph with respect to the species; “(F) is in possession of a prohibited wildlife species that was born before the date of the enactment of the Big Cat Public Safety Act, and— “(i) not later than 180 days after the date of the enactment of the Big Cat Public Safety Act, is registered with the Animal and Plant Health Inspection Service; “(ii) does not breed, acquire, or sell any prohibited wildlife species after the date of the enactment of such Act; and “(iii) does not allow direct contact between the public and prohibited wildlife species; or “(G) holds a valid Class C license under the Animal Welfare Act (7 U.S.C. 2131 et seq.), and— “(i) regularly travels across State lines to conduct circus performances featuring live prohibited wildlife species, clowns, and aerial acts; “(ii) engages in such travel and conduct before January 1, 2015; and “(iii) does not allow direct contact between the public and prohibited wildlife species.”.

(2) by amending subsection (e) to read as follows: “(e) Captive wildlife offense.— “(1) IN GENERAL.—It is unlawful for any person to import, export, transport, sell, receive, acquire, or purchase in interstate or foreign commerce, or in a manner substantially affecting interstate or foreign commerce, or to breed or possess, any live animal of any prohibited wildlife species.

(1) in subsection (a)— (A) in paragraph (2)— (i) in subparagraph (A), by striking the semicolon at the end and inserting “; or”; (ii) in subparagraph (B)(iii), by striking “; or” and inserting a semicolon; and (iii) by striking subparagraph (C); and (B) in paragraph (4), by striking “(1) through (3)” and inserting “(1) through (3) or subsection (e)”; and

Section 3 of the Lacey Act Amendments of 1981 (16 U.S.C. 3372) is amended—

SEC. 7. Administration.Section 7(a) of the Lacey Act Amendments of 1981 (16 U.S.C. 3376(a)) is amended by adding at the end the following: “(3) The Secretary shall, in consultation with other relevant Federal and State agencies, promulgate any regulations necessary to implement section 3(e).”.

SEC. 6. Forfeiture of prohibited wildlife species.Share ThisSection 5(a)(1) of the Lacey Act Amendments of 1981 (16 U.S.C. 3374(a)(1)) is amended by inserting “bred, possessed,” before “imported, exported,”.

“(G) holds a valid Class C license under the Animal Welfare Act (7 U.S.C. 2131 et seq.), and— “(i) regularly travels across State lines to conduct circus performances featuring live prohibited wildlife species, clowns, and aerial acts; “(ii) engages in such travel and conduct before January 1, 2015; and “(iii) does not allow direct contact between the public and prohibited wildlife species.”.

“(a) Breed.—The term ‘breed’ means to facilitate propagation or reproduction (whether intentionally or negligently), or to fail to prevent propagation or reproduction”.

The United States is a party to the Convention on International Trade in Endangered Species of Wild Fauna and Flora, which was designed to protect species of wild fauna and flora against overexploitation through international trade.

Federal control of the intrastate private possession and breeding of prohibited wildlife species is essential to the effective control of the interstate incidents of traffic in prohibited wildlife species.

It is exceedingly difficult to distinguish between prohibited wildlife species that are possessed, bred, sold, or transported in interstate commerce from those that have not been.

Prohibited wildlife species in private possession, or distributed intrastate, are fungible commodities that cannot be differentiated, in terms of control, from prohibited wildlife species possessed or distributed interstate.

Private possession and breeding of prohibited wildlife species contributes to the interstate traffic in those species and may contribute to illegal international wildlife trade.

Private possession and breeding of prohibited wildlife species have a substantial and direct effect on interstate commerce because prohibited wildlife species are frequently bred and possessed to be used in public exhibition or for sale or transfer of ownership in the exotic pet trade, and are often transported in interstate commerce for these purposes.

The private possession, breeding, and sale of prohibited wildlife species has a substantial and detrimental effect on the health and general welfare of the people of the United States and on the conservation of the species themselves.

The global illicit trade in wildlife may be worth up to $20,000,000,000 annually and the value of legal wildlife trade in the United States was recently estimated at $2,800,000,000 annually.

To amend the Lacey Act Amendments of 1981 to clarify provisions enacted by the Captive Wildlife Safety Act, to further the conservation of certain wildlife species, and for other purposes.

n order to receive a satisfactory grade for the internship course, students must complete allthe steps below:1. Obtain approval for Handshake Experience Request2. Submit mid-point evaluations3. Complete at least 150 hours of internship4. Post on discussion boards (3 posts and at least 3 replies)5. Submit all required assignments at least two weeks before the end of the semester6. Submit final portfolio with at least two products7. Submit final paper8. Submit student’s final internship evaluation via Handshake9. Have your preceptor submit their final evaluation via HandshakeStudents who don’t complete ALL the steps aforementioned will receive anincomplete for the internship. Your final grade will be posted on MyZou by the deadlineset by the University of Missouri. Please don’t email before that date asking me for your finalgrade before the University’s deadline

At the end of your internship, you are required to submit a portfolio that contains at least twoproducts. The student and the preceptor determine products that are mutually beneficial.Products are measurable. Examples include written reports, video presentations, podcasts,posters, websites, databases, etc. More specifically, your products might be a training manual,policy analysis, grant proposal, needs assessment, educational materials, program evaluation,surveys, etc.Note: Literature reviews and clerical work can be part of your internship duties but they arenot acceptable products.The specific guidelines for the final portfolio are found on CANVAS.

At the end of the internship, students are required to write a brief reflection paper thatsummarizes internship activities and accomplishments. The specific guidelines for this paper arefound on CANVAS

The final peer discussion is to engage with your peers and reflect about your internshipexperience. Tell us what went well, what you would like to improve, and what you dislike

Students are expected to complete at least 150 hours of internship. Students are notrequired to fill out a weekly time log, but it might be helpful to fill one – see the weekly timelog on CANVAS. It can assist you and your preceptor to track time and activities. Preceptorswill be asked whether the student completed at least 150 hours of internship in the finalpreceptor evaluation, which is described below.

1. Complete at least 150 hours of internship2. Post final peer discussion3. Submit Final Paper4. Submit Final Portfolio5. Submit Final Evaluations – Student and Preceptor’

Deadline: Step 1 must be completed by the end of the first week of each semester. Steps 2-4should be completed half-way through the semester. If the semester has 16 weeks, you shouldhave completed all the steps under “During the Internship by week 8. If the semester has 8weeks, you should submit all assignments by week 4.

During the internship, students are required to complete the Leadership, Systems Thinking, andIPE assignments on CANVAS. The specific guidelines for these assignments are detailed in the“During the Internship Module.”

Half-way through the semester, please sign on to CANVAS and post a discussion board to tellus (your peers and I) about your internship experience. You can either answer the promptquestions on the discussion board to write freely about your experience

Students will receive a link to submit a mid-point evaluation half-way through their internship.The objective of this evaluation is to identify potential challenges that may be preventing thestudent from completing goals. Preceptors will also be asked about the student's performance.You and your preceptor should expect an email from Handshake asking to submit a mid-pointevaluation

Once you are granted access to the internship CANVAS course site, please introduce yourselfto peers by posting on the “Student introductions & internship Expectations” discussion board.Please make sure you reply to at least one peer. The introduction post must be completed bythe end of the first week of the semester

During your internship please complete the following tasks:1. Introduce yourself to your peers in the discussion board2. Fill and submit mid-point evaluation3. Tell us how your internship experience4. Complete three assignments

The field experience, or internship, is an opportunity for the student to test many of thetheories, concepts, and information about public health learned during the first year andtranslate them into practice. Using the internship site as the "organizational laboratory," thestudent begins to develop the necessary professional skill sets for becoming a successful publichealth professional. The current knowledge, skills, abilities, and experiences will continue todevelop and grow as each student becomes a life-long learner and practitioner of public health.

- Identify triggers that lead to relapse - Recognize barriers to success - Recommit to your goal and change - Do not let setbacks keep you from progressing toward your goal - Move back to one of the previous stages and keep going

- Avoid temptation - Develop coping strategies for temptation - Keep rewarding yourself - Review motivation, plans, and success

- Emphasize the pros of behavior change and ways to overcome the cons of behavior change - Continue building confidence that individual can carry out the behavior - Identify what could help you make the change - Identify barriers to making the change - Confirm readiness and commitment to change

- Change is not being considered, and there may even be a denial that there is a need for change - Begin building confidence that an individual can carry out the desired behavior - Encourage information-seeking - Have you ever tried to change this behavior before? - How do you recognize that you have a problem? - What must happen for you to see this behavior as a problem? - Encourage expressing feelings about the behavior - Emphasize how one’s behavior affects others

This inability to sustain change causes ADHD adults to question their ability to grow and be successful.

ADHD adults often have behavior problems, like not completing tasks, showing up late for events, interrupting others during conversation, compulsive unhealthy eating, and the like.

ADHD adults often have behavior problems, like not completing tasks, showing up late for events, interrupting others during conversation, compulsive unhealthy eating, and the like.

- Reinforce the pros of behavior change and ways to overcome the cons of behavior change - Continue building confidence that individual can carry out the behavior - Model skills necessary to perform the behavior - Set and write down goals - Prepare an action plan - Develop a list of motivating statements - Accumulate resources that can support you -Restructure the environment to avoid triggers for negative behavior or add cues for positive behavior - Encourage commitment to and goal setting for the behavior change

Major Criticisms Not useful for behaviors that have to be performed only once. Has not proven predictive of smoking behavior for pregnant women; many stop smoking upon learning that they are pregnant, and relapse soon after the birth of their babies. The six month demarcation between action and maintenance is arbitrary. TTM doesn’t distinguish between being unaware of the need to change and uninterested in changing, and ignores decisions not to adopt a behavior, which the PAPM does address.

Major advantages Takes into account the fact that change doesn’t happen all at once. Movement between stages can be viewed as a sensitive measure of program outcome. Developed to explain smoking cessation; typically a good fit with addictive behaviors. TTM includes stages before and after action, offers good measures of decisional balance and is more fully specified with regard to processes of change than a similar theory,

People don’t change all at once. Instead, they go through a process that can begin before they have made any specific plans to change. The process ends with the change having been solidly established for more than six months, but there can be slips and relapses along the way. Moving audience members at the early stages of change (which involve more thinking) would involve different strategies than would moving them through later stages (which involve more doing).

Major constructs Stages of readiness to change: precontemplation, contemplation, preparation, action, & maintenance. Associated with each stage is a list of “Processes of Change” – internal and external strategies for progressing through the stages. Decisional balance self-efficacy and temptation to relapse appear in the later writings.

Remember to be patient with yourself or others throughout this process. Each stage can take months – you may be contemplating your change for a long time before you actually take action. But moving through each stage with patient and support from the processes of change can help you create a more positive life for yourself.

These processes don’t have to be done separately. You don’t have to do them in order. The most important thing you can do is to be aware of these processes and incorporate them into your life when appropriate.

Stimulus control is crucial for avoiding triggers and relapses. The person undergoing change must understand what stimuli is triggering and when it appears. Using stimulus control, the person then removes that stimuli from their life or makes a plan to actively avoid it. Cutting ties with enabling friends is an effective form of stimulus control, provided that you use ​counter conditioning and find a more positive support group.

Reinforcement management is the process of both rewarding and reevaluating behavior after you take action. Did you go to the gym every day this week? Offer yourself a reward. Did your partner fail to meet their word count goals during the month? Take some time to recognize the shortcoming and reassess.  Penalties are part of this process, but rewards for good behavior are generally more effective.

Counter-conditioning helps to shift our perspective from “quitting” or “losing” a habit to “gaining” or “beginning” a more positive habit. Discovering more positive alternatives to your current behaviors helps to counter-condition you and set you up for success. Replacing an evening beer with an evening cup of tea is just one way you can counter-condition yourself while cutting down on booze.

Helping relationships are crucial to maintaining change. This process includes building a support system through the attendance of meetings or by engaging in discussions with others. Every time you go to an AA meeting, you engage in this process.

Self-liberation is the process of committing to the behavior change. When you set a New Year’s Resolution, you undergo the process of self-liberation. (This is why it’s important to properly prepare for your New Year’s Resolutions before you actually commit to them.) Experts believe that giving yourself three “options” or “resolutions” for one behavior change will increase your chances of successfully changing the behavior. For example, eating right, working out, and taking daily walks are all options that lead to a healthier life.

The last five processes of change are behavioral. They are best suited for the last three stages of the transtheoretical model, when people are ready to take action.  The processes are:  Self-liberationHelping relationshipsCounter-conditioningReinforcement managementStimulus control

Self reevaluation connects the person to their behavior and its consequences. People who are trying to be more fit may try to find role models who exercise regularly and look great. Connecting good behaviors to those role models can help someone undergo self reevaluation.

Social liberation is the process of seeing opportunities that allow for the behavior to change. When cities started to ban smoking in bars and restaurants, social liberation was taking place. More people were encouraged to quit smoking because they would have to go outside to smoke and wouldn’t be tempted while eating a meal

Environmental reevaluation is the process of reassessing how the behavior impacts the physical or social environment surrounding that person. Showing a friend a documentary on how plastic waste climate change can encourage them to evaluate how much plastic they use every day.

Dramatic relief is the process of emotionally responding to information about a behavior and its consequences. If you have ever watched a powerful anti-smoking commercial and recognized your intense feelings after the commercial, you have undergone dramatic relief.

Consciousness raising is the process of raising general awareness of a behavior and its consequences. Recalling some of the information you know about the dangers of addiction raises your consciousness on the issue.

In the 1980s, researchers laid out these 10 processes of change. They have since become crucial guidelines for intervention programs and other programs that assist people through major changes and transitions.  The first five processes of change are best applied to the early stages. They are experiential processes and involve assessment rather than direct actions.  Use these five processes of change while helping yourself or others through the precontemplation, contemplation, and preparation stages:  Consciousness RaisingDramatic ReliefEnvironmental ReevaluationSocial LiberationSelf Reevaluation

These are the six stages of change. And as I mentioned, there are processes that you can help yourself or another person move through each of these steps.

10 Processes Of Change

Moving Through the Relapse Stage  Shaming yourself for relapse isn’t always healthy. Taking the time to honestly look at what triggered the relapse is healthy. Look closely at what barriers you face and when those barriers become “too much.”  This information can help you moving forward. Reconfirm your commitment to change. Pull from what you learned in the first three stages of the transtheoretical model. And try again.  When a loved one relapses, you should help them with these strategies. Evaluate the situation and what triggered the relapse. Build a stronger coping strategy based on what the person learned early in the process. Reaffirm their ability to move forward and tackle their goal.

Step 6: Relapse Relapses happen. They just do. When it comes to substance abuse, the relapse rate falls between 40% and 60%. It can be hard, even after six months or five years, to avoid temptation. Falling back on old behaviors is normal.

Moving Through the Maintenance Stage Temptation will continue to pop up during this phase. If you want to avoid a relapse, it’s important to know that these temptations exist and have a plan to avoid them. It’s also important to know that relapses may happen. The more honest you stay with yourself about this possibility, the easier it will be to recover after a relapse happens.  If you are supporting someone in the maintenance stage, it’s important to reinforce these ideas. Reinforce the rewards the person gives themselves after success. Have honest conversations about the person’s fear of relapsing and what they will do if they slip up. Continue to be there for the person and provide support.

Step 5: Maintenance Once the person has kept up with their change for at least six months, they enter the maintenance stage of change. Relapse is still possible, but a person in the maintenance stage feels more confident in their ability to stick to their change in behavior.

Moving Through the Action Stage The preparation and the research doesn’t stop when the action phase begins. If you are ready to take action, know that your journey is far from over. Continue to seek out support groups and outside resources. When you do encounter success, be sure to reward yourself. When you are supporting someone else who is taking action, remember that they have to make the change. You can reward them when they do well and help to redirect them to alternative actions if they encounter obstacles. Most importantly, you can reinforce the idea that they can face obstacles head on. Remind them of the long-term benefits of change and the planning they have done before taking action. This assistance is crucial – support helps us all as we move through these steps.  The action stage lasts for 3-6 months, in which the person will most likely face multiple obstacles and dances with relapsing or going back into old behaviors.

This is why New Year’s Resolutions don’t always work out. We make these resolutions in December and give ourselves less than a month (sometimes less than a week) to prepare. Without a plan of action or a support group, action only leads to insurmountable obstacles. Preparation helps to prepare for those obstacles and have a plan when (not if) you encounter them.

Step 4: Action It’s important to remember that the first three steps provide a foundation for the action stage. Quitting cold turkey just moments after watching a documentary about the dangers of smoking works for some – but it’s not guaranteed that everyone will successfully quit smoking that way. Precontemplation, contemplation, and preparation are extremely important steps. After all, you have to want and know that it’s time to change.

Moving Through the Preparation Stage This is an exciting opportunity to prepare yourself or someone else to make the leap. Enjoy your time in the preparation phase; the more prep work you do, the easier it will be to transition into the action and maintenance phases.  Set yourself up for success by: Doing research on upcoming obstacles that you might face (and how people have moved past them) Creating SMART goals for yourself Building a plan of action that looks one day, week, month, or year down the lineFinding a support group Creating a list of mantras or affirmations that will put you in the right mindset when you are ready to take action and maintain change Practicing mindfulness meditation to prepare yourself emotionally when you come to a crossroadsLooking up alternative plans of action in case yours does not work out  The more knowledge you have moving forward, the easier it will be to evaluate failures and move forward after successes.  If you are helping another person during this phase, remember that they have to do the work themselves. You can help them find support groups and build a plan, but you can’t do these things for them. Continue to validate their ability to take action and encourage the work they are doing by planning and preparing themselves to move forward.

xamples of the Preparation Stage If you are a smoker who has started to seriously research different forms of quitting, you’re in the preparation stage. You don’t have to have a nicotine patch or download an app to help you quit just yet. Exploring your options ahead of time will save you time and frustration before you actually take action.

This is normal. Small changes are part of the third stage of change: preparation. People in the preparation stage are fully ready to make a big change within the upcoming month. They understand the benefits of making the change and want to move forward. But rather than diving in headfirst, they just “test the waters” of change.

Step 3: Preparation Okay, so what happens when a person has decided you are going to make a change? When it comes to smoking, many people start with reducing the amount of cigarettes they smoke.

Encouraging someone past the contemplation stage may require similar encouragement and validation that you have been practicing. Continue to tell the person that they can change when they are ready and that no one is pushing them. At this phase, you can help them identify barriers and introduce positive outcomes that they might not be seeing. Sure, they lose having a cigarette with coffee. But now they can enjoy their coffee inside and have a more relaxing morning in the winters.

Examples of the Contemplation Stage  Smokers tend to marinate in this phase for a long time. They understand that smoking is bad for their lungs. But smoking also provides a way to socialize or destress. They have a hard time accepting the idea that they will have to have a coffee without a cigarette or can’t take a smoke break when things get hectic at work.

For many people, they still have a skewed view of change that prevents them from moving further. They see change as “losing” or “giving up” a habit that has been a part of their whole life. This overshadows the benefits of gaining a new habit.

Step 2: Contemplation Once a person starts to really think about the consequences of their actions, they enter the contemplation stage. Many people stage in this stage for months or years. They understand that their behavior is hurting themselves or others. They can see themselves making a change within the next six months of their life. But something is still holding them back.

Examples of the Precontemplation Stage Think about some habits that you know are good for you. There you go – you’re in the precontemplation stage! Maybe you think that a vegan diet would help to reduce your carbon footprint, but you don’t think the high prices of produce and saying good-bye to dairy is worth the switch. More research is needed before you can fully get on board with the idea that veganism is a worthy lifestyle choice. It’s time to ask yourself some questions about your health, your diet, and your carbon footprint.  Society may try to put you in the precontemplation stage, like they do with smokers. Smokers may ignore the warning labels and commericals that tell them that smoking is bad for them; the “pros” outweigh the “cons” for people who are addicted to nicotine.

Step 1: Precontemplation  The first step of the model is the precontemplation stage. A person in the precontemplation stage may be months away from actually taking action. They might not believe that taking action will be worth their time. If they try to weigh the pros and cons of starting a new habit, they will downplay the pros.

Even if your loved one is in denial, they might be in the first stage of the transtheoretical model. And this means there is an opportunity for them to move forward.

Permanently changing a behavior or picking up a habit does not happen overnight. Some of these steps will last for months at a time before the person is ready to move forward.

What Makes Transtheoretical Model of Change Unique?  This model is unique in that it taps into the readiness of a person to change. The model takes into account that people may not be ready to change and that their readiness determines how effective their actions and new behaviors will be.

If you know someone who has struggled with addiction, you might have heard someone say that the addict has to want to get sober before they can make big moves (like attending AA or going to a rehabilitation facility.) This idea aligns with the transtheoretical model of change. If a person does not see and believe the benefits of making a change, they are more likely to relapse.